Abstract
Purpose. The purpose of this study was to compare the perceptions of teachers and principals in California State Partnership Schools in Region C regarding: (1) the degree to which teachers and principals perceive the existence of twenty-five indicants of school culture; (2) the degree to which teachers and principals perceive the existence of six key characteristics of school culture: shared vision, traditions, collaboration, decision making, innovation, and communication; and (3) the identification of specific characteristics which are perceived to have the greatest impact on establishing a positive norm for school improvement at the Partnership School sites. Methodology. Teachers and principals in nine middle schools in Region C of the California State Partnership School Network was surveyed. A questionnaire with a seven-point Likert scale was used to obtain data. The data from the completed surveys of 267 teachers and nine principals were examined using the descriptive statistical procedures of frequency distribution, mean, standard deviation and rank order and these tests of difference: Analysis of Variance and Chi-Square Test of Differences. Findings. (1) The perceptions of teachers and principals on the degree of existence of twenty-five indicants of school culture were similar. (2) Both teachers and principals viewed Shared Vision as the characteristic most in existence at their sites, while both groups gave the characteristic of Traditions a low ranking. (3) Regarding the six key characteristics, there was a general tendency for mean scores of both teachers and principals to increase based upon years of teaching experience and years of experience at the Partnership School sites. (4) On the existence of twenty-five indicants of school culture, principals placed a significantly larger number of indicants in the High category. (5) There was a tendency for principals to view the characteristic of Decision Making as existing to a greater degree than did teachers. (6) Teachers viewed Collaboration as the characteristic having the most positive impact on change at their site, while principals identified that of Innovation. (7) Both teachers and principals identified Shared Vision and Traditions as the characteristics which had the least impact on positive change. Recommendations. (1) Principals in Partnership Schools should continue efforts to maintain the organizational network structure and to identify and utilize specific strategies to build a strong, positive work culture geared toward excellence. (2) In planning change, principals should recognize that teachers view the cultural characteristics of Collaboration, Innovation and Communication as having the greatest impact on positive change. (3) Educational leaders, especially site principals, must make the assessment and understanding of the culture of the individual school a priority of their work. (4) Change efforts should specifically address the culture of the individual school. (5) Principal preparation should include training in culture-building.